CAEP Accreditation
The College of Education at Purdue University is accredited at the initial licensure level by the Council for the Accreditation of Educator Preparation (CAEP). Purdue earned this national recognition by demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact, and capacity for continuous improvement for initial licensure within our Teacher Education Program.
The College of Education is the hub of teacher education programs at Purdue, providing instruction on teaching methods and overseeing all clinical experiences and licensure. Programs in Elementary Education, English Education, Social Studies Education, and Special Education are housed within the College. Five partner colleges provide content expertise in subjects including Math, English, Agriculture, Early Childhood and Exceptional Needs, Family and Consumer Sciences, Visual Arts, Engineering Technology, and the Sciences. Purdue Online also provides unique access to a variety of additional licensure programs focusing on High Ability, English Language Learning, Special Education, Educational Leadership, and a variety of Transition to Teaching opportunities.
The College of Education will undergo a review of its Initial and Advanced Programs in Teacher Education in the spring of 2026.
If you would like to contact CAEP you may visit www.caepnet.org, by phone at (202) 223-0077, or mail correspondence to: 1140 19th St NW, Suite 400, Washington, DC 20036.
Mission-Framed Educator Belief Statements
- Teachers believe that every student has the capacity to learn and be successful. Educators utilize continuous reflection, evidence-based practices, and respect of learner voices and experiences to foster student-centered environments that nurtures inquiry, risk-taking, and supports growth mindset learning journeys.
- Teachers have a fundamental responsibility to ensure that all P–12 students receive accurate, comprehensive, and developmentally appropriate content knowledge. Educators develop and deliver engaging, inclusive, and intellectually rigorous learning experiences that not only align with curriculum standards but also empower students to think critically and apply their understanding in real-world contexts.
- Teachers develop and select responsive instructional strategies that honor unique backgrounds, learning styles, and needs of all P–12 students. Educators continuously assess student progress, adapt teaching strategies, and create a supportive environment where every learner feels seen, valued, and empowered to succeed.
- Teachers uphold ethical standards, maintain open and respectful communication, and build strong partnerships with students, families, and the broader school community. Educators are committed to being a reliable, reflective, and collaborative professional who advocates for student success and respects family input.
Educator Preparation Program Comparative Data and Performance Data
All programs are state-approved in Indiana. The College of Education works closely with the Indiana Department of Education to assure compliance with state requirements for educator professional licensure.
By state law, the Indiana Department of Education (IDOE) collects and reports information from Educator Preparation Programs (EPPs) annually. Review the list of information collected from EPPs, principals, teachers, and schools.
This information must be reported using a matrix which is to be posted to the IDOE website. While this matrix is not intended to rank or “grade” programs, it provides an opportunity for the public to interpret or compare program quality based on a variety of data points. Please note that all data points are based upon the September 1– August 31 Title II timeframe.
Accountability Measures
CAEP requires four accountability measures, which are used to provide information on program outcome and program impact. Below are the four reporting measures for our programs for the corresponding academic years with links to data tables that provide supporting evidence for each measure, including the IDOE reports.
Measure 1a. (Initial) Impact on P-12 Learning & Development (CAEP R4.1)
Principals surveyed by the Indiana Department of Education in 2023 provided feedback on first and second-year Purdue College of Education initial licensure alumni. They found Purdue graduates to be prepared in their knowledge of content and pedagogy and prepared with appropriate professional dispositions.
Hiring principals agree that our graduates impact P12 learning growth and display the professional knowledge, skills and dispositions necessary for their profession. They:
- Understand how students learn
- Meet expectations for content preparation and knowledge
- Adhere to the legal and ethical requirements of the teaching profession
Principal Survey Results
Principals are responding to statements divided into three domains (knowledge, disposition, and performance) and reflect elements of both national professional standards (NCATE/CAEP) and the Model Core Teaching Standards, Interstate Teacher Assessment and Support Consortium (InTASC). EPPs are expected to meet these standards in order to prepare educators for licensure (511 IAC 13-1-1).
2023-2024
| Knowledge Preparation of Teacher | ||||
|---|---|---|---|---|
| For each of the following, please provide your assessment of how well the EPP prepared this teacher in the following categories. The range is from 1 (strongly disagree) to 4 (strongly agree). | Strongly Disagree | Disagree | Agree | Strongly Agree |
| (1) | (2) | (3) | (4) | |
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 1. …understand how students learn and develop at the grade level they are teaching. | 1 | 2 | 53 | 36 |
| 2. …meet expectations of a beginning teacher for content preparation and knowledge. | 0 | 2 | 52 | 38 |
| 3. …adhere to the ethical requirements of the teaching profession. | 0 | 1 | 40 | 50 |
| 4. …adhere to the legal requirements of the teaching profession. | 0 | 0 | 39 | 52 |
| Pedagogical Preparation of Teacher | ||||
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 5. …provide an appropriate and challenging learning experience. | 0 | 3 | 61 | 28 |
| 6. …provide an inclusive learning environment. | 0 | 3 | 48 | 41 |
| 7. …provide a rigorous learning environment. | 0 | 5 | 56 | 31 |
| 8. …use a variety of assessment methods to guide, adjust, and improve instruction. | 0 | 4 | 55 | 33 |
| 9. …develop content specific assessments to test for student understanding of the lesson objectives. | 0 | 3 | 58 | 31 |
| 10. …differentiate instruction to meet all students’ learning needs. | 0 | 6 | 54 | 31 |
| 11. …work effectively with students with all exceptionalities. | 0 | 4 | 52 | 35 |
| 12. …analyze student assessment data to improve classroom instruction. | 0 | 4 | 58 | 30 |
| 13. …use effective strategies to manage the learning environment. | 0 | 9 | 50 | 32 |
| 14. …integrate technological tools as appropriate to advance student learning. | 0 | 1 | 56 | 35 |
| Professional Disposition of Teacher | ||||
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 15. …openly accept suggestions/constructive feedback. | 1 | 2 | 41 | 48 |
| 16. …exhibit ethical practice expected of educators. | 0 | 0 | 42 | 50 |
| 17. …work effectively with other professionals. | 0 | 0 | 44 | 48 |
| 18. …work effectively with parents/guardians. | 2 | 1 | 45 | 44 |
| 19. …work effectively with school leaders. | 1 | 2 | 40 | 48 |
| 20. …work effectively within the school culture. | 0 | 2 | 43 | 47 |
| Overall Assessment | Very Dissatisfied | Dissatisfied | Satisfied | Very Satisfied |
| 21. Overall, how satisfied are you with the training this teacher received from this EPP? | 2 | 3 | 42 | 45 |
2022-2023
| Knowledge Preparation of Teacher | ||||
|---|---|---|---|---|
| For each of the following, please provide your assessment of how well the EPP prepared this teacher in the following categories. The range is from 1 (strongly disagree) to 4 (strongly agree). | Strongly Disagree | Disagree | Agree | Strongly Agree |
| (1) | (2) | (3) | (4) | |
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 1. …understand how students learn and develop at the grade level they are teaching. | 3 | 1 | 43 | 31 |
| 2. …meet expectations of a beginning teacher for content preparation and knowledge. | 3 | 3 | 37 | 35 |
| 3. …adhere to the ethical requirements of the teaching profession. | 3 | 0 | 31 | 44 |
| 4. …adhere to the legal requirements of the teaching profession. | 3 | 0 | 32 | 42 |
| Pedagogical Preparation of Teacher | ||||
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 5. …provide an appropriate and challenging learning experience. | 3 | 4 | 40 | 31 |
| 6. …provide an inclusive learning environment. | 2 | 1 | 42 | 33 |
| 7. …provide a rigorous learning environment. | 4 | 3 | 44 | 27 |
| 8. …use a variety of assessment methods to guide, adjust, and improve instruction. | 3 | 3 | 43 | 29 |
| 9. …develop content specific assessments to test for student understanding of the lesson objectives. | 3 | 2 | 46 | 27 |
| 10. …differentiate instruction to meet all students’ learning needs. | 3 | 2 | 44 | 29 |
| 11. …work effectively with students with all exceptionalities. | 3 | 1 | 42 | 32 |
| 12. …analyze student assessment data to improve classroom instruction. | 3 | 4 | 46 | 25 |
| 13. …use effective strategies to manage the learning environment. | 4 | 2 | 48 | 23 |
| 14. …integrate technological tools as appropriate to advance student learning. | 2 | 1 | 40 | 35 |
| Professional Disposition of Teacher | ||||
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 15. …openly accept suggestions/constructive feedback. | 3 | 3 | 32 | 40 |
| 16. …exhibit ethical practice expected of educators. | 3 | 0 | 32 | 43 |
| 17. …work effectively with other professionals. | 3 | 2 | 31 | 42 |
| 18. …work effectively with parents/guardians. | 3 | 2 | 36 | 37 |
| 19. …work effectively with school leaders. | 3 | 2 | 29 | 44 |
| 20. …work effectively within the school culture. | 3 | 3 | 29 | 40 |
| Overall Assessment | Very Dissatisfied | Dissatisfied | Satisfied | Very Satisfied |
| 21. Overall, how satisfied are you with the training this teacher received from this EPP? | 2 | 3 | 38 | 35 |
2021-2022
| Knowledge Preparation of Teacher | ||||
|---|---|---|---|---|
| For each of the following, please provide your assessment of how well the EPP prepared this teacher in the following categories. The range is from 1 (strongly disagree) to 4 (strongly agree). | Strongly Disagree | Disagree | Agree | Strongly Agree |
| (1) | (2) | (3) | (4) | |
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 1. …understand how students learn and develop at the grade level they are teaching. | 0 | 1 | 57 | 42 |
| 2. …meet expectations of a beginning teacher for content preparation and knowledge. | 0 | 1 | 48 | 51 |
| 3. …adhere to the ethical requirements of the teaching profession. | 0 | 1 | 42 | 57 |
| 4. …adhere to the legal requirements of the teaching profession. | 0 | 1 | 40 | 59 |
| Pedagogical Preparation of Teacher | ||||
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 5. …provide an appropriate and challenging learning experience. | 0 | 3 | 54 | 43 |
| 6. …provide an inclusive learning environment. | 0 | 2 | 49 | 48 |
| 7. …provide a rigorous learning environment. | 0 | 7 | 51 | 41 |
| 8. …use a variety of assessment methods to guide, adjust, and improve instruction. | 0 | 2 | 55 | 42 |
| 9. …develop content specific assessments to test for student understanding of the lesson objectives. | 0 | 1 | 62 | 37 |
| 10. …differentiate instruction to meet all students’ learning needs. | 0 | 6 | 54 | 40 |
| 11. …work effectively with students with all exceptionalities. | 1 | 4 | 49 | 45 |
| 12. …analyze student assessment data to improve classroom instruction. | 0 | 4 | 60 | 36 |
| 13. …use effective strategies to manage the learning environment. | 2 | 5 | 51 | 42 |
| 14. …integrate technological tools as appropriate to advance student learning. | 0 | 0 | 56 | 44 |
| Professional Disposition of Teacher | ||||
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 15. …openly accept suggestions/constructive feedback. | 2 | 4 | 37 | 57 |
| 16. …exhibit ethical practice expected of educators. | 0 | 2 | 36 | 61 |
| 17. …work effectively with other professionals. | 0 | 1 | 41 | 58 |
| 18. …work effectively with parents/guardians. | 0 | 4 | 45 | 51 |
| 19. …work effectively with school leaders. | 1 | 1 | 40 | 58 |
| 20. …work effectively within the school culture. | 0 | 2 | 45 | 50 |
| Overall Assessment | Very Dissatisfied | Dissatisfied | Satisfied | Very Satisfied |
| 21. Overall, how satisfied are you with the training this teacher received from this EPP? | 0 | 2 | 46 | 52 |
Teacher Survey Results
Graduates surveyed by the Indiana Department of Education in 2023 represent the classes of 2019, 2020, and 2021 who are employed throughout Indiana schools. Graduates stressed the effectiveness of early Purdue’s field experiences and the strength of their preparation.
100% of Initial Licensure Program Graduates are satisfied with the training they received at Purdue, including the following areas:
- Content preparation and knowledge
- Inclusive and rigorous learning environments
- Learner development and growth
- Collaboration with school leaders and colleagues
2023-2024
| Number of Responses | ||||
| Strongly Disagree | Disagree | Agree | Strongly Agree | |
| Knowledge Preparation | (1) | (2) | (3) | (4) |
| My educator preparation program prepared me for: | ||||
| 1. understanding how learners/students develop and grow. | 2 | 2 | 80 | 84 |
| 2. meeting the content preparation and knowledge level expected of a beginning teacher. | 5 | 9 | 75 | 79 |
| 3. adhering to the ethical requirements of the teaching profession. | 3 | 1 | 57 | 107 |
| 4. adhering to the legal requirements of the teaching profession. | 6 | 2 | 63 | 97 |
| 5. recognizing the importance of continued professional development. | 4 | 2 | 67 | 95 |
| Pedagogical Preparation | ||||
| My educator preparation program prepared me for: | ||||
| 6. providing appropriate and challenging learning experiences. | 2 | 7 | 80 | 79 |
| 7. providing an inclusive learning environment. | 5 | 1 | 61 | 101 |
| 8. providing a rigorous learning environment. | 2 | 4 | 78 | 84 |
| 9. working collaboratively with school leaders and/or colleagues to promote safe and positive learning environments. | 3 | 8 | 70 | 87 |
| 10. differentiating instruction to meet all students’ learning needs. | 2 | 7 | 82 | 77 |
| 11. working effectively with students with all exceptionalities. | 3 | 9 | 80 | 76 |
| 12. developing quality assessments to test for student understanding of lessons. | 4 | 6 | 80 | 78 |
| 13. analyzing student assessment data to improve classroom instruction. | 4 | 11 | 79 | 74 |
| 14. using appropriate strategies to effectively manage learning environments. | 5 | 12 | 74 | 77 |
| 15. integrating technological tools as appropriate to advance student learning. | 4 | 6 | 78 | 80 |
| Professional Disposition Preparation | ||||
| My educator preparation program prepared me to recognize the importance of: | ||||
| 16. openly accepting suggestions/constructive feedback. | 2 | 5 | 71 | 90 |
| 17. exhibiting ethical practice. | 2 | 1 | 63 | 102 |
| 18. working effectively with other professionals. | 3 | 2 | 63 | 100 |
| 19. working effectively with parents/guardians. | 6 | 16 | 82 | 64 |
| 20. working effectively with school leaders. | 2 | 5 | 78 | 83 |
| 21. working effectively within the school culture. | 2 | 2 | 79 | 85 |
| Overall Assessment | Poor | Fair | Good | Excellent |
| 22. Indicate your overall assessment of how well you were prepared to teach by your educator preparation program. | 3 | 13 | 65 | 87 |
2022-2023
| Number of Responses | ||||
| Strongly Disagree | Disagree | Agree | Strongly Agree | |
| Knowledge Preparation | (1) | (2) | (3) | (4) |
| My educator preparation program prepared me for: | ||||
| 1. understanding how learners/students develop and grow. | 0 | 0 | 6 | 5 |
| 2. meeting the content preparation and knowledge level expected of a beginning teacher. | 1 | 1 | 4 | 5 |
| 3. adhering to the ethical requirements of the teaching profession. | 0 | 0 | 5 | 6 |
| 4. adhering to the legal requirements of the teaching profession. | 0 | 0 | 4 | 7 |
| 5. recognizing the importance of continued professional development. | 0 | 1 | 4 | 6 |
| Pedagogical Preparation | ||||
| My educator preparation program prepared me for: | ||||
| 6. providing appropriate and challenging learning experiences. | 1 | 0 | 4 | 6 |
| 7. providing an inclusive learning environment. | 0 | 0 | 4 | 7 |
| 8. providing a rigorous learning environment. | 0 | 1 | 4 | 6 |
| 9. working collaboratively with school leaders and/or colleagues to promote safe and positive learning environments. | 0 | 1 | 4 | 6 |
| 10. differentiating instruction to meet all students’ learning needs. | 0 | 1 | 6 | 4 |
| 11. working effectively with students with all exceptionalities. | 0 | 1 | 7 | 3 |
| 12. developing quality assessments to test for student understanding of lessons. | 0 | 3 | 3 | 5 |
| 13. analyzing student assessment data to improve classroom instruction. | 0 | 1 | 7 | 3 |
| 14. using appropriate strategies to effectively manage learning environments. | 0 | 1 | 7 | 3 |
| 15. integrating technological tools as appropriate to advance student learning. | 0 | 0 | 7 | 4 |
| Professional Disposition Preparation | ||||
| My educator preparation program prepared me to recognize the importance of: | ||||
| 16. openly accepting suggestions/constructive feedback. | 0 | 0 | 4 | 7 |
| 17. exhibiting ethical practice. | 0 | 0 | 2 | 9 |
| 18. working effectively with other professionals. | 0 | 0 | 4 | 7 |
| 19. working effectively with parents/guardians. | 0 | 0 | 6 | 5 |
| 20. working effectively with school leaders. | 0 | 0 | 6 | 5 |
| 21. working effectively within the school culture. | 0 | 0 | 5 | 6 |
| Overall Assessment | Poor | Fair | Good | Excellent |
| 22. Indicate your overall assessment of how well you were prepared to teach by your educator preparation program. | 0 | 0 | 5 | 6 |
2021-2022
| Number of Responses | ||||
| Strongly Disagree | Disagree | Agree | Strongly Agree | |
| Knowledge Preparation | (1) | (2) | (3) | (4) |
| My educator preparation program prepared me for: | ||||
| 1. understanding how learners/students develop and grow. | 1 | 1 | 43 | 44 |
| 2. meeting the content preparation and knowledge level expected of a beginning teacher. | 1 | 5 | 34 | 49 |
| 3. adhering to the ethical requirements of the teaching profession. | 1 | 0 | 36 | 52 |
| 4. adhering to the legal requirements of the teaching profession. | 1 | 3 | 36 | 49 |
| 5. recognizing the importance of continued professional development. | 1 | 5 | 39 | 44 |
| Pedagogical Preparation | ||||
| My educator preparation program prepared me for: | ||||
| 6. providing appropriate and challenging learning experiences. | 0 | 5 | 43 | 41 |
| 7. providing an inclusive learning environment. | 1 | 1 | 33 | 54 |
| 8. providing a rigorous learning environment. | 0 | 6 | 44 | 39 |
| 9. working collaboratively with school leaders and/or colleagues to promote safe and positive learning environments. | 0 | 4 | 38 | 47 |
| 10. differentiating instruction to meet all students’ learning needs. | 0 | 3 | 41 | 45 |
| 11. working effectively with students with all exceptionalities. | 0 | 4 | 45 | 40 |
| 12. developing quality assessments to test for student understanding of lessons. | 0 | 8 | 40 | 41 |
| 13. analyzing student assessment data to improve classroom instruction. | 2 | 7 | 44 | 36 |
| 14. using appropriate strategies to effectively manage learning environments. | 3 | 9 | 42 | 35 |
| 15. integrating technological tools as appropriate to advance student learning. | 1 | 5 | 40 | 43 |
| Professional Disposition Preparation | ||||
| My educator preparation program prepared me to recognize the importance of: | ||||
| 16. openly accepting suggestions/constructive feedback. | 0 | 2 | 33 | 54 |
| 17. exhibiting ethical practice. | 0 | 0 | 31 | 58 |
| 18. working effectively with other professionals. | 0 | 2 | 32 | 55 |
| 19. working effectively with parents/guardians. | 1 | 14 | 42 | 32 |
| 20. working effectively with school leaders. | 0 | 7 | 39 | 43 |
| 21. working effectively within the school culture. | 0 | 3 | 38 | 48 |
| Overall Assessment | Poor | Fair | Good | Excellent |
| 22. Indicate your overall assessment of how well you were prepared to teach by your educator preparation program. | 1 | 5 | 40 | 43 |
Measure 1b. Indicators of Teaching Effectiveness
The Indiana Department of Education provides an annual report of teacher performance as evaluated by their building leaders. The report reflects performance by teachers within their first three years based on evaluations conducted in 2022-2023.
- 98% of Purdue graduates who are teachers with 1-3 years of experience achieved a “highly effective” or “effective” rating.
- The Indiana Department of Education defines a Highly Effective teacher as one that consistently exceeds expectations and demonstrates “competencies reasonably believed to be highly correlated with positive student learning outcomes” (IDOE Rise Handbook).
- The Indiana Department of Education defines an Effective Teacher as one that consistently meets expectations and “competencies reasonably believe to be highly correlated with positive student learning outcomes”. (IDOE Rise Handbook).
Teaching Effectiveness Report
Percent of Teachers Achieving Effective or Highly Effective Rating 2022-2023
| Teachers with One (1) Year Experience | Teachers with Two (2) Years of Experience | Teachers with Three (3) Years of Experience | ||||||||
| Institution | Effective | Highly Effective | Total of Teachers Evaluated | Effective | Highly Effective | Total of Teachers Evaluated | Effective | Highly Effective | Total of Teachers Evaluated | Grand Totals |
| Purdue University | <10 | <10 | <10 | 15 | 14 | 29 | 21 | 9 | 31 | |
| Grand Total Rated Effective | 36 | |||||||||
| Grand Total Rated Highly Effective | 23 | |||||||||
| Grand Total Effective and Highly Effective | 59 | |||||||||
| Grand Total Teachers Evaluated | 60 | |||||||||
| Final Percent | 98% | |||||||||
*”Year” defined as September 1 – August 31.
Visit http://www.doe.in.gov/evaluations for additional information.
Percent of Teachers Achieving Effective or Highly Effective Rating 2021-2022
| Teachers with One (1) Year Experience | Teachers with Two (2) Years of Experience | Teachers with Three (3) Years of Experience | ||||||||
| Institution | Effective | Highly Effective | Total of Teachers Evaluated | Effective | Highly Effective | Total of Teachers Evaluated | Effective | Highly Effective | Total of Teachers Evaluated | Grand Totals |
| Purdue University | 80 | 25 | 108 | 63 | 32 | 96 | 140 | 98 | 242 | |
| Grand Total Rated Effective | 283 | |||||||||
| Grand Total Rated Highly Effective | 155 | |||||||||
| Grand Total Effective and Highly Effective | 438 | |||||||||
| Grand Total Teachers Evaluated | 446 | |||||||||
| Final Percent | 98% | |||||||||
*”Year” defined as September 1 – August 31.
Visit http://www.doe.in.gov/evaluations for additional information.
Percent of Teachers Achieving Effective or Highly Effective Rating 2020-2021
| Teachers with One (1) Year Experience | Teachers with Two (2) Years of Experience | Teachers with Three (3) Years of Experience | ||||||||
| Institution | Effective | Highly Effective | Total of Teachers Evaluated | Effective | Highly Effective | Total of Teachers Evaluated | Effective | Highly Effective | Total of Teachers Evaluated | Grand Totals |
| Purdue University | 74 | 25 | 101 | 61 | 31 | 93 | 70 | 48 | 120 | |
| Grand Total Rated Effective | 205 | |||||||||
| Grand Total Rated Highly Effective | 104 | |||||||||
| Grand Total Effective and Highly Effective | 309 | |||||||||
| Grand Total Teachers Evaluated | 314 | |||||||||
| Final Percent | 98% | |||||||||
*”Year” defined as September 1 – August 31.
Visit http://www.doe.in.gov/evaluations for additional information.
Measure 2. (Initial and Advanced) Satisfaction of Employers and Stakeholder Involvement (CAEP R4.2, R5.3 and RA4.1)
Principals surveyed by the Indiana Department of Education in 2023 provided feedback on first and second year Purdue College of Education initial licensure alumni. Data for graduates of CAEP Advanced licensure programs are not available from the Indiana Department of Education. Purdue College of Education will conduct analysis of advanced candidates in the 2023-34 academic year, in conjunction with preparations for the next CAEP review in Spring 2026.
- Hiring principals believe graduates are well-prepared. They are satisfied with the training their teachers received from Purdue.
Principal Survey Results
2023-2024
| Knowledge Preparation of Teacher | ||||
|---|---|---|---|---|
| For each of the following, please provide your assessment of how well the EPP prepared this teacher in the following categories. The range is from 1 (strongly disagree) to 4 (strongly agree). | Strongly Disagree | Disagree | Agree | Strongly Agree |
| (1) | (2) | (3) | (4) | |
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 1. …understand how students learn and develop at the grade level they are teaching. | 1 | 2 | 53 | 36 |
| 2. …meet expectations of a beginning teacher for content preparation and knowledge. | 0 | 2 | 52 | 38 |
| 3. …adhere to the ethical requirements of the teaching profession. | 0 | 1 | 40 | 50 |
| 4. …adhere to the legal requirements of the teaching profession. | 0 | 0 | 39 | 52 |
| Pedagogical Preparation of Teacher | ||||
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 5. …provide an appropriate and challenging learning experience. | 0 | 3 | 61 | 28 |
| 6. …provide an inclusive learning environment. | 0 | 3 | 48 | 41 |
| 7. …provide a rigorous learning environment. | 0 | 5 | 56 | 31 |
| 8. …use a variety of assessment methods to guide, adjust, and improve instruction. | 0 | 4 | 55 | 33 |
| 9. …develop content specific assessments to test for student understanding of the lesson objectives. | 0 | 3 | 58 | 31 |
| 10. …differentiate instruction to meet all students’ learning needs. | 0 | 6 | 54 | 31 |
| 11. …work effectively with students with all exceptionalities. | 0 | 4 | 52 | 35 |
| 12. …analyze student assessment data to improve classroom instruction. | 0 | 4 | 58 | 30 |
| 13. …use effective strategies to manage the learning environment. | 0 | 9 | 50 | 32 |
| 14. …integrate technological tools as appropriate to advance student learning. | 0 | 1 | 56 | 35 |
| Professional Disposition of Teacher | ||||
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 15. …openly accept suggestions/constructive feedback. | 1 | 2 | 41 | 48 |
| 16. …exhibit ethical practice expected of educators. | 0 | 0 | 42 | 50 |
| 17. …work effectively with other professionals. | 0 | 0 | 44 | 48 |
| 18. …work effectively with parents/guardians. | 2 | 1 | 45 | 44 |
| 19. …work effectively with school leaders. | 1 | 2 | 40 | 48 |
| 20. …work effectively within the school culture. | 0 | 2 | 43 | 47 |
| Overall Assessment | Very Dissatisfied | Dissatisfied | Satisfied | Very Satisfied |
| 21. Overall, how satisfied are you with the training this teacher received from this EPP? | 2 | 3 | 42 | 45 |
2022-2023
| Knowledge Preparation of Teacher | ||||
| For each of the following, please provide your assessment of how well the EPP prepared this teacher in the following categories. The range is from 1 (strongly disagree) to 4 (strongly agree). | Strongly Disagree | Disagree | Agree | Strongly Agree |
| (1) | (2) | (3) | (4) | |
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 1. …understand how students learn and develop at the grade level they are teaching. | 3 | 1 | 43 | 31 |
| 2. …meet expectations of a beginning teacher for content preparation and knowledge. | 3 | 3 | 37 | 35 |
| 3. …adhere to the ethical requirements of the teaching profession. | 3 | 0 | 31 | 44 |
| 4. …adhere to the legal requirements of the teaching profession. | 3 | 0 | 32 | 42 |
| Pedagogical Preparation of Teacher | ||||
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 5. …provide an appropriate and challenging learning experience. | 3 | 4 | 40 | 31 |
| 6. …provide an inclusive learning environment. | 2 | 1 | 42 | 33 |
| 7. …provide a rigorous learning environment. | 4 | 3 | 44 | 27 |
| 8. …use a variety of assessment methods to guide, adjust, and improve instruction. | 3 | 3 | 43 | 29 |
| 9. …develop content specific assessments to test for student understanding of the lesson objectives. | 3 | 2 | 46 | 27 |
| 10. …differentiate instruction to meet all students’ learning needs. | 3 | 2 | 44 | 29 |
| 11. …work effectively with students with all exceptionalities. | 3 | 1 | 42 | 32 |
| 12. …analyze student assessment data to improve classroom instruction. | 3 | 4 | 46 | 25 |
| 13. …use effective strategies to manage the learning environment. | 4 | 2 | 48 | 23 |
| 14. …integrate technological tools as appropriate to advance student learning. | 2 | 1 | 40 | 35 |
| Professional Disposition of Teacher | ||||
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 15. …openly accept suggestions/constructive feedback. | 3 | 3 | 32 | 40 |
| 16. …exhibit ethical practice expected of educators. | 3 | 0 | 32 | 43 |
| 17. …work effectively with other professionals. | 3 | 2 | 31 | 42 |
| 18. …work effectively with parents/guardians. | 3 | 2 | 36 | 37 |
| 19. …work effectively with school leaders. | 3 | 2 | 29 | 44 |
| 20. …work effectively within the school culture. | 3 | 3 | 29 | 40 |
| Overall Assessment | Very Dissatisfied | Dissatisfied | Satisfied | Very Satisfied |
| 21. Overall, how satisfied are you with the training this teacher received from this EPP? | 2 | 3 | 38 | 35 |
2021-2022
| Knowledge Preparation of Teacher | ||||
|---|---|---|---|---|
| For each of the following, please provide your assessment of how well the EPP prepared this teacher in the following categories. The range is from 1 (strongly disagree) to 4 (strongly agree). | Strongly Disagree | Disagree | Agree | Strongly Agree |
| (1) | (2) | (3) | (4) | |
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 1. …understand how students learn and develop at the grade level they are teaching. | 0 | 1 | 57 | 42 |
| 2. …meet expectations of a beginning teacher for content preparation and knowledge. | 0 | 1 | 48 | 51 |
| 3. …adhere to the ethical requirements of the teaching profession. | 0 | 1 | 42 | 57 |
| 4. …adhere to the legal requirements of the teaching profession. | 0 | 1 | 40 | 59 |
| Pedagogical Preparation of Teacher | ||||
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 5. …provide an appropriate and challenging learning experience. | 0 | 3 | 54 | 43 |
| 6. …provide an inclusive learning environment. | 0 | 2 | 49 | 48 |
| 7. …provide a rigorous learning environment. | 0 | 7 | 51 | 41 |
| 8. …use a variety of assessment methods to guide, adjust, and improve instruction. | 0 | 2 | 55 | 42 |
| 9. …develop content specific assessments to test for student understanding of the lesson objectives. | 0 | 1 | 62 | 37 |
| 10. …differentiate instruction to meet all students’ learning needs. | 0 | 6 | 54 | 40 |
| 11. …work effectively with students with all exceptionalities. | 1 | 4 | 49 | 45 |
| 12. …analyze student assessment data to improve classroom instruction. | 0 | 4 | 60 | 36 |
| 13. …use effective strategies to manage the learning environment. | 2 | 5 | 51 | 42 |
| 14. …integrate technological tools as appropriate to advance student learning. | 0 | 0 | 56 | 44 |
| Professional Disposition of Teacher | ||||
| The EPP did an outstanding job of preparing this teacher to… | ||||
| 15. …openly accept suggestions/constructive feedback. | 2 | 4 | 37 | 57 |
| 16. …exhibit ethical practice expected of educators. | 0 | 2 | 36 | 61 |
| 17. …work effectively with other professionals. | 0 | 1 | 41 | 58 |
| 18. …work effectively with parents/guardians. | 0 | 4 | 45 | 51 |
| 19. …work effectively with school leaders. | 1 | 1 | 40 | 58 |
| 20. …work effectively within the school culture. | 0 | 2 | 45 | 50 |
| Overall Assessment | Very Dissatisfied | Dissatisfied | Satisfied | Very Satisfied |
| 21. Overall, how satisfied are you with the training this teacher received from this EPP? | 0 | 2 | 46 | 52 |
Measure 3. (Initial and Advanced) Candidate Competency at Program Completion (CAEP R3.3, RA3.4)
Title II Section 207 of the Higher Education Act (HEA) requires states, as recipients of HEA funds, and all institutions with teacher preparation programs that enroll students receiving federal financial assistance, to prepare annual reports on teacher preparation and licensing. These reports, available for traditional and alternative programs resulting in initial licensure, detail the enrollment and completion of our candidates.
Title II Report
Title II Report – Alternative Programs
Content Praxis 2 Scores by Program
Purdue graduates exceed the mean scores required for their licensure exams across program areas. Licensure test scores by program for academic year 2022-23 provide results for completers for each initial and advanced Purdue licensure program.
2023-2024
September 1, 2022 – August 31, 2023
| Code | Specialty Area | Total # Takers | Total # Attempts | Mean Score | Median Score | Low Score | High Score | Qualifying Score |
|---|---|---|---|---|---|---|---|---|
| College of Education | ||||||||
| 5007 | Elementary Education Assessment: Reading and Language Arts & Social Studies | 128 | 112 | 174.22 | 172 | 119 | 198 | 160 |
| 5008 | Elementary Education Assessment: Mathematics and Science | 133 | 112 | 175.28 | 172 | 124 | 198 | 158 |
| 5101 | Business Education: Content Knowledge (Computer) (Calculator allowed) | 2 | 2 | 182.5 | 182.5 | 170 | 195 | 154 |
| 5358 | Gifted Education | 5 | 5 | 165.6 | 165 | 158 | 174 | 157 |
| 5362 | English to Speakers of Other Languages | 61 | 61 | 177.84 | 179 | 152 | 200 | 155 |
| 5391 | Psychology | 4 | 10 | 176.2 | 177 | 163 | 189 | 154 |
| 5412 | Educational Leadership: Administration and Supervision | 27 | 26 | 169.385 | 168 | 150 | 190 | 150 |
| 5543 | Special Education: Core Knowledge – Mild to Moderate Applications (Computerized) | 28 | 30 | 166.83 | 166.5 | 138 | 186 | 155 |
| 5355 | Special Education: Foundational Knowledge | 24 | 33 | 174.61 | 175 | 151 | 196 | 145 |
| 5545 | Special Education: Core Knowledge and Severe to Profound Applications | 3 | 3 | 181.67 | 182 | 181 | 182 | 158 |
| 5547 | Special Education: Severe to Profound | 10 | 12 | 180.95 | 180.5 | 156 | 190 | 156 |
| 5641 | Theater | 1 | 1 | 161 | 161 | 161 | 161 | 154 |
| 5911 | Economics | 30 | 91 | 157.51 | 154.5 | 120 | 199 | 144 |
| 5921 | Geography | 1 | 1 | 158 | 158 | 158 | 158 | 156 |
| 5931 | Government/Political Science | 30 | 94 | 156.66 | 157 | 107 | 187 | 149 |
| 5941 | World and United States History: Content Knowledge (Computer) | 33 | 91 | 162.88 | 158 | 131 | 187 | 148 |
| 6991 | School Superintendent Assessment | 3 | 3 | 190 | 192 | 179 | 199 | 162 |
| College of Liberal Arts | ||||||||
| 5038 | English Language Arts: Content Knowledge | 21 | 20 | 181.45 | 181 | 150 | 198 | 167 |
| 5134 | Art Content Knowledge | 9 | 7 | 163.29 | 161 | 151 | 175 | 158 |
| 5195 | Spanish: World Language | 1 | 1 | 177 | 177 | 177 | 177 | 166 |
| College of Science | ||||||||
| 5165 | Mathematics | 18 | 15 | 181.67 | 182.5 | 161 | 200 | 159 |
| 5235 | Biology: Content Knowledge | 2 | 2 | 170.5 | 170.5 | 165 | 176 | 150 |
| 5236 | Biology | 4 | 2 | 160 | 146 | 157 | 163 | 154 |
| 5245 | Chemistry: Content Knowledge | 1 | 1 | 151 | 151 | 151 | 151 | 155 |
| 5246 | Chemistry | 1 | 1 | 184 | 184 | 184 | 184 | 146 |
| 5571 | Earth and Space Sciences: Content Knowledge | 3 | 3 | 158 | 158 | 154 | 162 | 152 |
| 5572 | Earth and Space Sciences | – | – | – | – | – | – | 154 |
| 5265 | Physics: Content Knowledge | 3 | 3 | 159.67 | 174 | 122 | 183 | 140 |
| 5266 | Physics | 1 | 1 | 168 | 168 | 168 | 168 | 145 |
| College of Health and Human Sciences | ||||||||
| 5027 | Early Childhood: Reading and Language Arts & Social Studies | 15 | 15 | 177.6 | 178 | 163 | 190 | 161 |
| 5028 | Early Childhood: Mathematics and Science | 18 | 15 | 180.53 | 178 | 162 | 200 | 160 |
| 5091 | Physical Education: Content Knowledge (Computer) | 2 | 2 | 156 | 156 | 156 | 156 | 145 |
| 5122 | Family and Consumer Sciences | 8 | 7 | 165.57 | 166 | 157 | 173 | 153 |
| 5551 | Health Education | 1 | 1 | 166 | 166 | 166 | 166 | 155 |
| College of Agriculture | ||||||||
| 5701 | Agriculture | 17 | 16 | 160.5 | 162 | 136 | 174 | 147 |
| Purdue Polytechnic Institute | ||||||||
| 5051 | Technology Education | 9 | 7 | 186.71 | 188 | 166 | 199 | 159 |
2022-2023
September 1, 2022 – August 31, 2023
| Code | Specialty Area | Total # Takers | Total # Attempts | Mean Score | Median Score | Low Score | High Score | Qualifying Score |
|---|---|---|---|---|---|---|---|---|
| College of Education | ||||||||
| 5007 | Reading and Language Arts and Social Studies subtest | 36 | 118 | 172 | 172 | 151 | 195 | 160 |
| 5008 | Mathematics and Science subtest | 40 | 126 | 174 | 174 | 129 | 199 | 158 |
| 5038 | English Language Arts: Content Knowledge | 20 | 26 | 185 | 183 | 150 | 198 | 167 |
| 5362 | English to Speakers of Other Languages | 56 | 56 | 177 | 178 | 179 | 199 | 155 |
| 5412 | Educational Leadership: Administration and Supervision | 25 | 25 | 172 | 175 | 145 | 188 | 150 |
| 5543 | Special Education: Core Knowledge – Mild to Moderate | 50 | 57 | 170 | 169 | 141 | 194 | 155 |
| 5545 | Special Education: Core Knowledge – Severe to Profound | 10 | 10 | 182 | 183 | 167 | 191 | 158 |
| 5622 | Principles of Learning and Teaching: Grades K-6 | 76 | 82 | 176 | 179 | 152 | 193 | 160 |
| 5624 | Principles of Learning and Teaching: Grades 7-12 | 96 | 99 | 175 | 177 | 142 | 195 | 157 |
| 5625 | Principles of Learning and Teaching PreK-12 | 31 | 36 | 170 | 172 | 141 | 193 | 157 |
| 5911 | Economics | 27 | 28 | 158 | 160 | 120 | 197 | 144 |
| 5931 | Government/Political Science | 26 | 26 | 158 | 160 | 107 | 187 | 149 |
| 5941 | World and United States History: Content Knowledge (Computer) | 28 | 28 | 162 | 163 | 132 | 187 | 148 |
| 5952 | Sociology | 1 | 1 | 171 | 171 | 171 | 171 | 154 |
| 6991 | School Superintendent Assessment | 4 | 4 | 180 | 181 | 171 | 199 | 162 |
| 5027 | Reading and Language Arts and Social Studies subtest | 18 | 19 | 178 | 178 | 163 | 190 | 161 |
| College of Liberal Arts | ||||||||
| 5115 | Music: Instrumental and General Knowledge | 1 | 1 | 121 | 121 | 121 | 121 | 150 |
| 5116 | Music: Vocal and General Knowledge | 1 | 1 | 164 | 164 | 164 | 164 | 153 |
| 5134 | Art Content Knowledge | 7 | 13 | 156 | 158 | 142 | 175 | 158 |
| 5174 | French: World Language | 1 | 1 | 200 | 200 | 200 | 200 | 159 |
| 5195 | Spanish: World Language | 5 | 5 | 185 | 181 | 177 | 196 | 166 |
| 5311 | Library Media Specialist | 1 | 1 | 175 | 175 | 175 | 175 | 155 |
| 5391 | Psychology | 4 | 5 | 160 | 171 | 146 | 189 | 155 |
| 5641 | Theater | 1 | 1 | 161 | 161 | 161 | 161 | 154 |
| College of Science | ||||||||
| 5235 | Biology: Content Knowledge | 12 | 12 | 170 | 172 | 142 | 186 | 150 |
| 5028 | Mathematics and Science subtest | 13 | 17 | 180 | 180 | 153 | 200 | 160 |
| 5164 | Middle School Math | 4 | 4 | 182 | 177 | 171 | 200 | 157 |
| 5245 | Chemistry: Content Knowledge | 2 | 2 | 173 | 173 | 170 | 175 | 155 |
| 5165 | Mathematics | 11 | 17 | 175 | 178 | 149 | 198 | 159 |
| 5571 | Earth and Space Sciences: Content Knowledge | 4 | 4 | 155 | 161 | 134 | 159 | 152 |
| 5921 | Geography | 1 | 1 | 158 | 158 | 158 | 158 | 156 |
| College of Health and Human Sciences | ||||||||
| 5091 | Physical Education: Content Knowledge | 1 | 1 | 156 | 156 | 156 | 156 | 145 |
| 5122 | Family and Consumer Sciences | 7 | 13 | 163 | 162 | 153 | 179 | 153 |
| 5331 | Speech-Language Pathology | 6 | 6 | 177 | 176 | 169 | 193 | 162 |
| 5358 | Gifted Education | 16 | 16 | 166 | 166 | 154 | 178 | 157 |
| 5551 | Health Education | 2 | 2 | 170 | 170 | 167 | 173 | 155 |
| 5621 | Principles of Learning and Teaching: Early Childhood | 10 | 11 | 164 | 165 | 148 | 180 | 157 |
| College of Agriculture | ||||||||
| 5701 | Agriculture | 20 | 21 | 164 | 165 | 135 | 181 | 147 |
| Purdue Polytechnic Institute | ||||||||
| 5051 | Technology Education | 6 | 10 | 185 | 184 | 166 | 199 | 159 |
2021-2022 Pearson
September 1, 2021 – August 31, 2022
| Code | Specialty Area | Total # Takers | Total # Attempts | Mean Score | Median Score | Low Score | High Score | Qualifying Score |
|---|---|---|---|---|---|---|---|---|
| College of Agriculture | ||||||||
| 009 | Career and Technical Education: Agriculture | 7 | 7 | 240.71 | 242.00 | 223 | 262 | 220 |
| College of Education | ||||||||
| 008 | Business | 2 | 3 | 230.00 | 227.00 | 227 | 233 | 220 |
| 060 | Elementary Education Generalist Subtest 1: Reading and English Language Arts | 27 | 33 | 231.41 | 226.00 | 169 | 283 | 220 |
| 061 | Elementary Education Generalist Subtest 2: Mathematics | 27 | 35 | 245.07 | 235.00 | 210 | 280 | 220 |
| 062 | Elementary Education Generalist Subtest 3: Science, Health, PE | 27 | 32 | 244.78 | 241.00 | 187 | 293 | 220 |
| 063 | Elementary Education Generalist Subtest 4: Social Studies and Fine Arts | 27 | 34 | 232.74 | 227.00 | 176 | 285 | 220 |
| 025 | Exceptional Needs – Mild Intervention | 14 | 16 | 243.36 | 233.00 | 217 | 274 | 220 |
| 064 | Exceptional Needs – Mild Intervention Reading Instruction | 6 | 9 | 218.67 | 193.00 | 176 | 247 | 220 |
| 048 | Social Studies: Economics | 16 | 7 | 216.00 | 220.00 | 196 | 236 | 220 |
| 050 | Social Studies: Government and Citizenship | 16 | 7 | 236.94 | 237.00 | 210 | 265 | 220 |
| 051 | Social Studies: Historical Perspective | 21 | 14 | 223.38 | 224.00 | 172 | 264 | 220 |
| 052 | Social Studies: Psychology | 2 | 2 | 235.50 | 235.50 | 233 | 238 | 220 |
| 019 | English Learner | 31 | 42 | 234.81 | 231.00 | 197 | 274 | 220 |
| College of Health and Human Sciences | ||||||||
| 014 | Early Childhood Generalist Subtest 1: Reading and English Language Arts | 6 | 9 | 230.17 | 220.00 | 187 | 262 | 220 |
| 015 | Early Childhood Generalist Subtest 2: Mathematics | 6 | 9 | 232.33 | 209.00 | 204 | 273 | 220 |
| 016 | Early Childhood Generalist Subtest 3: Science, Health, PE | 7 | 7 | 235.29 | 233.00 | 200 | 260 | 220 |
| 017 | Early Childhood Generalist Subtest 4: Social Studies and Fine Arts | 6 | 8 | 233.83 | 216.50 | 202 | 282 | 220 |
| 025 | Exceptional Needs: Mild Intervention (ECE & EN program majors) | |||||||
| 011 | Career and Technical Education: Family and Consumer Sciences | 2 | 4 | 216.50 | 206.50 | 210 | 223 | 220 |
| 066 | Health | 1 | 2 | 224.00 | 217.50 | 224 | 224 | 220 |
| 067 | Physical Education | 2 | 2 | 258.00 | 258.00 | 256 | 260 | 220 |
| College of Liberal Arts | ||||||||
| 021 | English Language Arts | 5 | 4 | 251.60 | 254.00 | 241 | 256 | 220 |
| 030 | Fine Arts: Visual Arts | 5 | 5 | 236.60 | 237.00 | 227 | 251 | 220 |
| 054 | World Languages – Chinese (Mandarin) | 1 | 1 | 258.00 | 258.00 | 258 | 258 | 220 |
| College of Science | ||||||||
| 035 | Mathematics | 5 | 6 | 235.80 | 221.50 | 218 | 285 | 220 |
| 013 | Computer Education | 1 | 1 | 242.00 | 242.00 | 242 | 242 | 220 |
| 068 | Computer Science | 1 | 1 | 280.00 | 280.00 | 280 | 280 | 220 |
| 043 | Science: Chemistry | 2 | 2 | 241.50 | 241.50 | 234 | 249 | 220 |
| 044 | Science: Earth/Space Science | 1 | 1 | 253.00 | 253.00 | 253 | 253 | 220 |
| 045 | Science: Life Science | 3 | 3 | 210.33 | 197.00 | 186 | 248 | 220 |
| 047 | Science: Physics | 1 | 1 | 272.00 | 272.00 | 272 | 272 | 220 |
| Purdue Polytechnic Institute | ||||||||
| 018 | Engineering and Technology Education | 2 | 2 | 243.50 | 243.50 | 239 | 248 | 220 |
2021-2022 Praxis
September 1, 2021 – August 31, 2022
| Code | Specialty Area | Total # Takers | Total # Attempts | Mean Score | Median Score | Low Score | High Score | Qualifying Score |
|---|---|---|---|---|---|---|---|---|
| College of Agriculture | ||||||||
| 5701 | Agriculture | 4 | 4 | 169.25 | 171.50 | 157 | 177 | 147 |
| College of Education | ||||||||
| 5101 | Business Education: Content Knowledge (Computer) (Calculator allowed) | 2 | 2 | 171 | 171 | 161 | 181 | 154 |
| 5911 | Economics | 22 | 53 | 151.02 | 152.00 | 100 | 178 | 144 |
| 5412 | Educational Leadership: Administration and Supervision | 21 | 23 | 170.48 | 171 | 153 | 183 | 150 |
| 5362 | English to Speakers of Other Languages | 57 | 57 | 181.32 | 180.00 | 157 | 200 | 155 |
| 5358 | Gifted Education | 18 | 18 | 167.33 | 169.00 | 155 | 181 | 157 |
| 5931 | Government/Political Science | 23 | 53 | 164.04 | 164.00 | 127 | 187 | 149 |
| 5008 | Mathematics and Science Subtest | 76 | 96 | 176.24 | 173 | 135 | 199 | 158 |
| 5116 | Music: Vocal and General Knowledge | 1 | 1 | 173 | 173.00 | 173 | 173 | 153 |
| 5091 | Physical Education: Content Knowledge (Computer) | 1 | 1 | 156 | 156.00 | 156 | 156 | 145 |
| 5391 | Psychology | 1 | 1 | 168 | 168.00 | 168 | 168 | 154 |
| 5007 | Reading and Language Arts Social Studies Subtest | 76 | 95 | 176.45 | 170 | 155 | 200 | 160 |
| 6991 | School Superintendent Assessment | 2 | 2 | 178.50 | 178.50 | 174 | 183 | 162 |
| 5952 | Sociology | 1 | 1 | 175 | 175.00 | 175 | 175 | 154 |
| 5543 | Special Education: Core Knowledge and Mild to Moderate Applications (Computerized) | 53 | 54 | 174.47 | 174.00 | 155 | 196 | 155 |
| 5545 | Special Education: Core Knowledge and Severe to Profound Applications | 12 | 12 | 181.58 | 181.50 | 168 | 194 | 158 |
| 5941 | World and United States History: Content Knowledge (Computer) | 24 | 55 | 162.58 | 156.00 | 137 | 185 | 148 |
| College of Health and Human Sciences | ||||||||
| 5122 | Family and Consumer Sciences | 9 | 11 | 160.67 | 157.00 | 151 | 172 | 153 |
| 5027 | ECE: Reading Language Arts & Social Studies Subtest | 14 | 15 | 174 | 171 | 146 | 192 | 161 |
| 5028 | ECE: Mathematics and Science Subtest | 13 | 14 | 178.23 | 177 | 164 | 194 | 160 |
| College of Liberal Arts | ||||||||
| 5134 | Art Content Knowledge (Computer) | 4 | 16 | 163 | 152.00 | 158 | 168 | 158 |
| 5038 | English Language Arts: Content Knowledge | 20 | 20 | 179.7 | 179.50 | 164 | 198 | 167 |
| College of Science | ||||||||
| 5235 | Biology: Content Knowledge (Computer) | 7 | 8 | 168.71 | 167.00 | 156 | 179 | 150 |
| 5652 | Computer Science | 1 | 1 | 166 | 166.00 | 166 | 166 | 149 |
| 5921 | Geography | 1 | 1 | 191 | 191.00 | 191 | 191 | 156 |
| 5165 | Mathematics | 11 | 12 | 185.27 | 184.00 | 157 | 200 | 159 |
| Purdue Polytechnic Institute | ||||||||
| 5051 | Technology Education | 3 | 3 | 171.33 | 166.00 | 165 | 183 | 159 |
Measures of competency at completion include demonstrated mastery of planning, teaching and assessment for all initial program candidates, demonstration of unique program competencies for all advanced candidates, and demonstration of professional dispositions for all candidates.
Measure 4. (Initial and Advanced) Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared
Purdue University’s Center for Career Opportunities assist us in identifying employment information for graduates.
In 2023, 97% of our undergraduate students were employed or in graduate school within six months of graduation. Candidates in our Advanced Programs are primarily educators and administrators already working in educational settings who are returning for additional training and licensure. Purdue College of Education will conduct analysis of advanced candidates in the 2023-34 academic year, in conjunction with preparations for the next CAEP review in Spring 2026.
Licensure Test Performance and Candidate Competencies at Completion
Summary Pass Rates – Initial Licensure Programs
| Group | Tests Taken | Tests Passed | Pass Rate (%) | State Pass Rate (%) |
|---|---|---|---|---|
| Program Completers 2023-24 | 215 | 200 | 93 | 89 |
| Program Completers 2022-23 | 174 | 166 | 95 | 88 |
| Program Completers 2021-22 | 203 | 194 | 96 | 87 |
| Program Completers 2020-21 | 194 | 177 | 91 | 81 |
| Program Completers 2019-2020 | 243 | 228 | 94 | 86 |
| Program Completers, 2018-19 | 187 | 182 | 97 | 90 |
Summary Pass Rates – Advanced Licensure Programs
| Education Administration Licensure | Number taking tests | Number passing tests | Pass rate (%) |
|---|---|---|---|
| Program Completers, 2023-24 | 27 | 26 | 96% |
| Program Completers, 2022-23 | 49 | 39 | 80% |
| Program Completers, 2021-22 | 22 | 22 | 100% |
| Program Completers, 2019-20 | 27 | 24 | 89% |
| Program Completers, 2018-19 | 17 | 14 | 82% |
| Program Completers, 2017-18 | 29 | 29 | 100% |
| Add on Licensure Programs | Number taking tests | Number passing tests | Pass rate (%) |
|---|---|---|---|
| Program Completers, 2023-24 | 66 | 66 | 100% |
| Program Completers, 2022-23 | 83 | 74 | 89% |
| Program Completers, 2021-22 | 76 | 75 | 98% |
| Program Completers, 2019-20 | 39 | 39 | 100% |
| Program Completers, 2018-19 | 39 | 39 | 100% |
| Program Completers, 2017-18 | 32 | 32 | 100% |
Summary Pass Rates – Alternative Programs for Initial Licensure (Title II Report)
| Group | Number taking | Number passing | Pass rate (%) | State Pass |
|---|---|---|---|---|
| Program Completers 2023-24 | 39 | 38 | 97 | 93 |
| Program Completers 2022-23 | 44 | 44 | 100 | 93 |
| Program Completers, 2021-22 | 42 | 41 | 98 | 92 |
| Program Completers, 2020-21 | 29 | 27 | 93 | 84 |
| Program Completers, 2019-20 | 33 | 31 | 94 | 90 |
| Program completers, 2018-19 | 45 | 44 | 98 | 93 |
Join Our Teacher Education Advisory Board
The Teacher Education Advisory Boards (TEAB) serves as an essential P-12 educator and administrator voice in program development and evaluation. Providing important feedback and perspectives on topics including clinical experiences, assessments, surveys, and legislation implementation, TEAB meets once in the Fall and Spring semesters.
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